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non-profit organization devoted to helping
teachers, parents, and researchers since 1974
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AVKO
comes from Audio,
Visual,
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multi-sensory approach.
AVKO Spelling
& Dyslexia Research
Foundation's
Reading/Spelling Research Survey Form
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Please feel free to copy and distribute.
We would appreciate having you send us the results.
My interest in reading/spelling research is primarily from the
perspective of:
__a teacher __a parent
__a school administrator __a college instructor
__ a researcher __a school board member
__other____________________
Do you agree with the finding by The Report of the Commission on
Reading, which in its publication, Becoming a Nation of Readers, states:
"Phonics instruction...should be completed by the end of the second grade."?
__yes __no
Most polysyllabic words contain very regular phonic patterns such as -tion
("shun") as in ignition, -tial ("shul") as
in initial, -tious ("shus") as in ambitious,
-ique ("eek" as in technique, -sque
("sk") as in mosque, -cial ("shul") as in crucial,
-cious ("shus") as in suspicious, and -cion
("shun") as in "coercion." Should phonics instruction
include the teaching of these highly regular patterns? __yes __no.
Is it possible for all the phonic patterns of the polysyllabic words
which are different from those of the monosyllabic words to be taught in the first two
grades? __yes __no.
Do you believe that today's children compared with the children in
school in 1953
__are definitely better spellers.
__are probably a little better in spelling.
__are about the same.
__are probably a little worse.
__are definitely poorer spellers.
There are many single syllable words using just one short vowel, one
ending consonant sound and just the structural endings of -s, -ed, -ing, -er, and
-est
such as cats, batted, telling, batter, and tallest, etc.
| How many could be taught to
beginning readers? |
How many should be taught to 1st
& 2nd graders? |
How many actually occur in typical
1st and 2nd grade spelling books? |
| __ less than 50 |
__less than 50 |
__less than 50 |
| __50-200 |
__50-200 |
__50-200 |
| __201-500 |
__201-500 |
__201-500 |
| __501-1,000 |
__501-1,000 |
__501-1,000 |
| __1,001-2,000 |
__1,001-2,000 |
__1,001-2,000 |
| __Over 2,000 |
__Over 2,000 |
__Over 2,000 |
|
|
|
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|
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There are many single syllable words using just one short vowel, two
ending consonants and just the -s, -ed, -ing, er, and -est structural endings such as bath,
bands, picked, singing, singer, and grandest.
| How many could be taught to
beginning readers? |
How many should be taught to 1st
& 2nd graders? |
How many actually occur in typical
1st and 2nd grade spelling books? |
| __ less than 50 |
__less than 50 |
__less than 50 |
| __50-200 |
__50-200 |
__50-200 |
| __201-500 |
__201-500 |
__201-500 |
| __501-1,000 |
__501-1,000 |
__501-1,000 |
| __1,001-2,000 |
__1,001-2,000 |
__1,001-2,000 |
| __Over 2,000 |
__Over 2,000 |
__Over 2,000 |
|
|
|
There are many single syllable words using just one long vowel and just
the structural endings of -s, -ed, -ing, -er, and -est, such as go, plays, rowed,
going, player, and slowest.
| How many could be taught to
beginning readers? |
How many should be taught to 1st
& 2nd graders? |
How many actually occur in typical
1st and 2nd grade spelling books? |
| __ less than 50 |
__less than 50 |
__less than 50 |
| __50-200 |
__50-200 |
__50-200 |
| __201-500 |
__201-500 |
__201-500 |
| __501-1,000 |
__501-1,000 |
__501-1,000 |
| __1,001-2,000 |
__1,001-2,000 |
__1,001-2,000 |
| __Over 2,000 |
__Over 2,000 |
__Over 2,000 |
|
|
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There are many single syllable words using a long vowel followed by a
consonant and a silent e (CVCe) that have structural endings of -s, -ed, -ing,
-er, and -est such as love, races, chased, baking, baker,
and latest.
| How many could be taught to
beginning readers? |
How many should be taught to 1st
& 2nd graders? |
How many actually occur in typical
1st and 2nd grade spelling books? |
| __ less than 50 |
__less than 50 |
__less than 50 |
| __50-200 |
__50-200 |
__50-200 |
| __201-500 |
__201-500 |
__201-500 |
| __501-1,000 |
__501-1,000 |
__501-1,000 |
| __1,001-2,000 |
__1,001-2,000 |
__1,001-2,000 |
| __Over 2,000 |
__Over 2,000 |
__Over 2,000 |
|
|
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There are many single syllable words using a long vowel digraph in the
medial position that have structural endings of -s, -ed, -ing, -er, and -est such as boat,
coats, seated, meeting, trainer, and greenest.
| How many could be taught to
beginning readers? |
How many should be taught to 1st
& 2nd graders? |
How many actually occur in typical
1st and 2nd grade spelling books? |
| __ less than 50 |
__less than 50 |
__less than 50 |
| __50-200 |
__50-200 |
__50-200 |
| __201-500 |
__201-500 |
__201-500 |
| __501-1,000 |
__501-1,000 |
__501-1,000 |
| __1,001-2,000 |
__1,001-2,000 |
__1,001-2,000 |
| __Over 2,000 |
__Over 2,000 |
__Over 2,000 |
|
|
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There are many single syllable words whose vowel is affected by
the -r control, w- control or both w- & -r control that have structural endings of -s,
-ed, -ing, -er, and -est such as: R-Controlled--car, cards, parted, starting, starter,
sharpest; W-Controlled--wand, watches, swapped, swatting, wander; Controlled by both W-
& -R-- war, wards, awarded, rewarding, word, words, wormed, worming, etc.
| How many could be taught to
beginning readers? |
How many should be taught to 1st
& 2nd graders? |
How many actually occur in typical
1st and 2nd grade spelling books? |
| __ less than 50 |
__less than 50 |
__less than 50 |
| __50-200 |
__50-200 |
__50-200 |
| __201-500 |
__201-500 |
__201-500 |
| __501-1,000 |
__501-1,000 |
__501-1,000 |
| __1,001-2,000 |
__1,001-2,000 |
__1,001-2,000 |
| __Over 2,000 |
__Over 2,000 |
__Over 2,000 |
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. There are many simple words using the -er, -le, -el,
-il, -ul
suffixes plus the -s, -ed, -ing structural endings such as batter, battered,
battering, battle, battles, battled, battling, label, pencil, symbols, etc.
| How many could be taught to
beginning readers? |
How many should be taught to 1st
& 2nd graders? |
How many actually occur in typical
1st and 2nd grade spelling books? |
| __ less than 50 |
__less than 50 |
__less than 50 |
| __50-200 |
__50-200 |
__50-200 |
| __201-500 |
__201-500 |
__201-500 |
| __501-1,000 |
__501-1,000 |
__501-1,000 |
| __1,001-2,000 |
__1,001-2,000 |
__1,001-2,000 |
| __Over 2,000 |
__Over 2,000 |
__Over 2,000 |
|
|
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. There are many simple words using the -y, -ly, -ily, -ary,
-acy, -ify, -ity plus the -s, -ed, -ing, -er, and -est structural endings such as silly,
sillier, silliest, easy, easily, library, literacy, qualified, varsity etc.
| How many should be taught to 1st
& 2nd graders? |
How many actually occur in typical
1st and 2nd grade spelling books? |
If not in 1st or 2nd grade, when should they occur in spelling books? |
|
| __ less than 50 |
__less than 50 |
__3rd & 4th |
|
| __50-200 |
__50-200 |
__4th & 5th |
|
| __201-500 |
__201-500 |
__5th & 6th |
|
| __501-1,000 |
__501-1,000 |
__7th & 8th |
|
| __1,001-2,000 |
__1,001-2,000 |
__9th & 10 |
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| __Over 2,000 |
__Over 2,000 |
__11th & 12th |
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. There are many powerful words that have the -ous,
-tious, cious,
-al, -tial, -cial, -on, -cion, -ssion, -sion,-tion, -ive, -atic, -ac, -ic, and
-etic,
structural endings such as: personal, partial, crucial, carbon, suspicion, passion,
vision, station, relative, fanatic, maniac, panic, and magnetic.
| How many should be taught to 1st
& 2nd graders? |
How many actually occur in typical
1st and 2nd grade spelling books? |
If not in 1st or 2nd grade, when should they occur in spelling books? |
|
| __ less than 50 |
__less than 50 |
__3rd & 4th |
|
| __50-200 |
__50-200 |
__4th & 5th |
|
| __201-500 |
__201-500 |
__5th & 6th |
|
| __501-1,000 |
__501-1,000 |
__7th & 8th |
|
| __1,001-2,000 |
__1,001-2,000 |
__9th & 10 |
|
| __Over 2,000 |
__Over 2,000 |
__11th & 12th |
|
|
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. There are many powerful words which came into our
language from the Greek and from the French such as: chef, cuisine, petite,
elite, machine, mechanic, chaos, quiche, cache, etc.
| How many should be taught to 1st
& 2nd graders? |
How many actually occur in typical
1st and 2nd grade spelling books? |
If not in 1st or 2nd grade, when should they occur in spelling books? |
|
| __ less than 50 |
__less than 50 |
__3rd & 4th |
|
| __50-200 |
__50-200 |
__4th & 5th |
|
| __201-500 |
__201-500 |
__5th & 6th |
|
| __501-1,000 |
__501-1,000 |
__7th & 8th |
|
| __1,001-2,000 |
__1,001-2,000 |
__9th & 10 |
|
| __Over 2,000 |
__Over 2,000 |
__11th & 12th |
|
|
|
|
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. There are many powerful words using Greek and Latin roots such
as biology, cognitive, eccentric, multiple, equality, etc.
| How many should be taught to 1st
& 2nd graders? |
How many actually occur in typical
1st and 2nd grade spelling books? |
If not in 1st or 2nd grade, when should they occur in spelling books? |
|
| __ less than 50 |
__less than 50 |
__3rd & 4th |
|
| __50-200 |
__50-200 |
__4th & 5th |
|
| __201-500 |
__201-500 |
__5th & 6th |
|
| __501-1,000 |
__501-1,000 |
__7th & 8th |
|
| __1,001-2,000 |
__1,001-2,000 |
__9th & 10 |
|
| __Over 2,000 |
__Over 2,000 |
__11th & 12th |
|
|
|
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|
. There are some words that defy phonic analysis even by experts
from the very common little words such as does and was to the fairly
frequently encountered words in print such as soldering, lingerie, hors
d'oeuvres, and potpourri to the vexing victuals
("vittles"), gaol (jail), quays ("keys"), and place
names such as La Jolla ("La Hoya"), Thames ("Temz"),
Nice, France ("Niece"), and Sault Ste. Marie ("Soo Saint
Marie").
| How many should be taught to 1st
& 2nd graders? |
How many actually occur in typical
1st and 2nd grade spelling books? |
If not in 1st or 2nd grade, when should they occur in spelling books? |
|
| __ less than 50 |
__less than 50 |
__3rd & 4th |
|
| __50-200 |
__50-200 |
__4th & 5th |
|
| __201-500 |
__201-500 |
__5th & 6th |
|
| __501-1,000 |
__501-1,000 |
__7th & 8th |
|
| __1,001-2,000 |
__1,001-2,000 |
__9th & 10 |
|
| __Over 2,000 |
__Over 2,000 |
__11th & 12th |
|
|
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. By the 6th grade, what percentage of students should be able to
add the following structural endings to words that they already can spell correctly?
In other words, if you were to grade a school system according to its ability to
teach students to add endings to words they already know, what percentages would be
appropriate. Impossibly high standards might be 100% A, 99% B, 98% C, 97% D.
Ridiculously low standards might be 90% A, 80% B, 70% C, 60% D. Please give the
percentages you feel schools should be able to reach. In the last column, make your
educated guess as to the actual averages as determined in The New Iowa Spelling Scale
study that was conducted in 1953!
| Structural Ending |
Grade of A |
Grade of B |
Grade of C |
Grade of D |
Actual Average |
| -s |
___% |
___% |
___% |
___% |
___% |
| -ed |
___% |
___% |
___% |
___% |
___% |
| -ing |
___% |
___% |
___% |
___% |
___% |
| -y |
___% |
___% |
___% |
___% |
___% |
| -ly |
___% |
___% |
___% |
___% |
___% |
| -er |
___% |
___% |
___% |
___% |
___% |
| -ment |
___% |
___% |
___% |
___% |
___% |
| -ness |
___% |
___% |
___% |
___% |
___% |
| 's |
___% |
___% |
___% |
___% |
___% |
| -or |
___% |
___% |
___% |
___% |
___% |
| -tion |
___% |
___% |
___% |
___% |
___% |
| -sion |
___% |
___% |
___% |
___% |
___% |
| -al |
___% |
___% |
___% |
___% |
___% |
| -le |
___% |
___% |
___% |
___% |
___% |
| -ive |
___% |
___% |
___% |
___% |
___% |
| -ist |
___% |
___% |
___% |
___% |
___% |
|
|
|
|
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. By the 6th grade, what percentage of students should be able to
make compound words of words that they already can correctly spell such as putting cow
and boy together to make cowboy?
| X + Y = XY |
Grade of A |
Grade of B |
Grade of C |
Grade of D |
Actual Average |
|
___% |
___% |
___% |
___% |
___% |
. The one school I am most closely associated with is __urban,
__suburban, __rural,
The one school I am most closely associated with
is__public, __private, __charter, __homeschool
. To the best of my knowledge, my school:
___teaches all the patterns and nearly all the 80,000 words a good reader and good speller
knows, and nearly all the students learn them.
___provides the opportunity for students to learn all the 80,000 words a good reader and
good speller knows, but (__many, __some, __a few) still do not learn them.
___does the best it can under the circumstances but its
___teachers have not been trained in systematic intensive phonic patterning and/or
___textbooks (spelling and reading) do not systematically teach all the patterns of
English spelling. However, my school
___is interested in training its teachers through inservices.
___is not interested or cannot afford training its teachers.
___is interested in learning about a systematic approach to teaching all the spelling
patterns of the English language.
___is satisfied with its approach to teaching reading and spelling.
. Regarding the results of this educational opinion survey:
__I think I already know the results. Don't bother me with them.
__I think the results might be interesting.
Please __mail the results to:__________________________
Address Line 1 ____________________________
Address Line 2_____________________________
City, State, Zip _____________________________
__E-mail the results to ______________________
__Fax a summary of the results to me. FAX
Number___________________
Attention:___________________
Send the completed educational opinion survey form to:
Research Director
AVKO Spelling & Dyslexial Research Foundation, Suite W
3084 Willard Road
Birch Run, MI 48415
or FAX it to the attention of Research Director at (810) 686-1101
or E-mail to Research Director at DonMcCabe@aol.com
For A Quick and Easy 10 Question Test That Demonstrates the
Simple Principle:
That Words Containing Phonic Patterns Never Systematically Taught
Are More Difficult to Read or Spell than Those Words that Contain
Phonic Patterns Normally Taught or Encountered in Whole Language Classrooms
During the First Three Years of School.
Click Here
You may copy and distribute this test. It is highly replicable.
All donations are greatly appreciated. If you would like to
support our mission which is to raise the level of literacy to the point where the words,
illiteracy, phonemic awareness, learning disabilities, dysgraphia, family literacy, adult
literacy, and illegible handwriting will no longer have relevance, please mail your
tax-deductible check (in U.S. dollars) to The AVKO Foundation, 3084 Willard Road, Suite
W, Birch Run, MI 48415-7801. The AVKO Foundation is recognized by the IRS as a 501(C)3
publicly supported organization working with teachers, parents, tutors, and home schooling
parents, publishing materials developed by its research, and providing free daily tutoring
at its local reading clinic.
If you have comments about this website or questions concerning
spelling, phonics, learning disabilities, homeschooling, etc., you may always
e-mail DonMcCabe@aol.com. We
appreciate any comments that will help us make this website even more useful.
- Call Toll Free: 1-866-285-6612
Fax: (810) 686-1101
E-mail: Webmaster: avkoemail@aol.com
or Write:
Don McCabe,
Research Director
- AVKO Spelling & Dyslexia Research Foundation
3084 Willard Road, Suite W
Birch Run, MI 48415-7801
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